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You searched for +publisher:"Georgia State University" +contributor:("Dr. Sheryl Gowen"). Showing records 1 – 5 of 5 total matches.

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Georgia State University

1. Richards Perry, Gloria D. Student Perceptions of Engagement in Schools: A Deweyan Analysis of Authenticity in High School Classrooms.

Degree: PhD, Educational Policy Studies, 2011, Georgia State University

  ABSTRACT STUDENT PERCEPTIONS OF ENGAGEMENT IN SCHOOLS:  A DEWEYAN ANALYSIS OF AUTHENTICITY IN HIGH SCHOOL CLASSROOMS by Gloria D. Richards Perry This qualitative study… (more)

Subjects/Keywords: engagement; authenticity; authentic learning; Dewey; high school; Education; Education Policy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Richards Perry, G. D. (2011). Student Perceptions of Engagement in Schools: A Deweyan Analysis of Authenticity in High School Classrooms. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/69

Chicago Manual of Style (16th Edition):

Richards Perry, Gloria D. “Student Perceptions of Engagement in Schools: A Deweyan Analysis of Authenticity in High School Classrooms.” 2011. Doctoral Dissertation, Georgia State University. Accessed November 12, 2019. https://scholarworks.gsu.edu/eps_diss/69.

MLA Handbook (7th Edition):

Richards Perry, Gloria D. “Student Perceptions of Engagement in Schools: A Deweyan Analysis of Authenticity in High School Classrooms.” 2011. Web. 12 Nov 2019.

Vancouver:

Richards Perry GD. Student Perceptions of Engagement in Schools: A Deweyan Analysis of Authenticity in High School Classrooms. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2019 Nov 12]. Available from: https://scholarworks.gsu.edu/eps_diss/69.

Council of Science Editors:

Richards Perry GD. Student Perceptions of Engagement in Schools: A Deweyan Analysis of Authenticity in High School Classrooms. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/eps_diss/69


Georgia State University

2. Hayes, Rhonda S. The Study of Literacy Coaching Observations and Interviews with Elementary Teachers.

Degree: PhD, Educational Policy Studies, 2010, Georgia State University

  The purpose of this study is to examine the coaching interactions of two literacy coaches and four classroom teachers in order to explore how… (more)

Subjects/Keywords: literacy coaching; teacher learning; professional development; literacy; teacher reflection

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APA (6th Edition):

Hayes, R. S. (2010). The Study of Literacy Coaching Observations and Interviews with Elementary Teachers. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/53

Chicago Manual of Style (16th Edition):

Hayes, Rhonda S. “The Study of Literacy Coaching Observations and Interviews with Elementary Teachers.” 2010. Doctoral Dissertation, Georgia State University. Accessed November 12, 2019. https://scholarworks.gsu.edu/eps_diss/53.

MLA Handbook (7th Edition):

Hayes, Rhonda S. “The Study of Literacy Coaching Observations and Interviews with Elementary Teachers.” 2010. Web. 12 Nov 2019.

Vancouver:

Hayes RS. The Study of Literacy Coaching Observations and Interviews with Elementary Teachers. [Internet] [Doctoral dissertation]. Georgia State University; 2010. [cited 2019 Nov 12]. Available from: https://scholarworks.gsu.edu/eps_diss/53.

Council of Science Editors:

Hayes RS. The Study of Literacy Coaching Observations and Interviews with Elementary Teachers. [Doctoral Dissertation]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/eps_diss/53


Georgia State University

3. McPherson, Mary E. Organizing Women: Women's Clubs and Education in Georgia, 1890-1920.

Degree: PhD, Educational Policy Studies, 2009, Georgia State University

 The rise of women’s volunteer organizations can be linked to the social changes that the United States was undergoing during the Progressive Era. The movement… (more)

Subjects/Keywords: women in the progressive era; women and philanthropy; women's clubs; Georgia Federation of Women's Clubs; General Federation of Women's Clubs; atlanta woman's club; progressive era; free kindergartens; student aid foundation; Education; Education Policy

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APA (6th Edition):

McPherson, M. E. (2009). Organizing Women: Women's Clubs and Education in Georgia, 1890-1920. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/60

Chicago Manual of Style (16th Edition):

McPherson, Mary E. “Organizing Women: Women's Clubs and Education in Georgia, 1890-1920.” 2009. Doctoral Dissertation, Georgia State University. Accessed November 12, 2019. https://scholarworks.gsu.edu/eps_diss/60.

MLA Handbook (7th Edition):

McPherson, Mary E. “Organizing Women: Women's Clubs and Education in Georgia, 1890-1920.” 2009. Web. 12 Nov 2019.

Vancouver:

McPherson ME. Organizing Women: Women's Clubs and Education in Georgia, 1890-1920. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2019 Nov 12]. Available from: https://scholarworks.gsu.edu/eps_diss/60.

Council of Science Editors:

McPherson ME. Organizing Women: Women's Clubs and Education in Georgia, 1890-1920. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/eps_diss/60


Georgia State University

4. Davis, Corrie Lynn. The Revolution Begins at 3pm: A Qualitative Study of a Statewide 21st Century Community Learning Centers Program.

Degree: PhD, Educational Policy Studies, 2008, Georgia State University

 ABSTRACT THE REVOLUTION BEGINS AT 3PM: A QUALITATIVE STUDY OF A STATEWIDE 21ST CENTURY COMMUNITY LEARNING CENTERS PROGRAM by Corrie L. Davis The purpose of… (more)

Subjects/Keywords: case study; qualitative research; afterschool programs; caring; character education; culturally relevant pedagogy; Education; Education Policy

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APA (6th Edition):

Davis, C. L. (2008). The Revolution Begins at 3pm: A Qualitative Study of a Statewide 21st Century Community Learning Centers Program. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/23

Chicago Manual of Style (16th Edition):

Davis, Corrie Lynn. “The Revolution Begins at 3pm: A Qualitative Study of a Statewide 21st Century Community Learning Centers Program.” 2008. Doctoral Dissertation, Georgia State University. Accessed November 12, 2019. https://scholarworks.gsu.edu/eps_diss/23.

MLA Handbook (7th Edition):

Davis, Corrie Lynn. “The Revolution Begins at 3pm: A Qualitative Study of a Statewide 21st Century Community Learning Centers Program.” 2008. Web. 12 Nov 2019.

Vancouver:

Davis CL. The Revolution Begins at 3pm: A Qualitative Study of a Statewide 21st Century Community Learning Centers Program. [Internet] [Doctoral dissertation]. Georgia State University; 2008. [cited 2019 Nov 12]. Available from: https://scholarworks.gsu.edu/eps_diss/23.

Council of Science Editors:

Davis CL. The Revolution Begins at 3pm: A Qualitative Study of a Statewide 21st Century Community Learning Centers Program. [Doctoral Dissertation]. Georgia State University; 2008. Available from: https://scholarworks.gsu.edu/eps_diss/23


Georgia State University

5. Whitlow-Malin, Dorothy Jeanette. A Mathematics Acceleration Experience for Mathematically Promising Students.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2007, Georgia State University

 To address the pervasive concerns of educators about the social and emotional effects of mathematics acceleration on students and the paucity of findings on those… (more)

Subjects/Keywords: mathematics acceleration; mathematics education; phenomenology; longitudinal study; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Whitlow-Malin, D. J. (2007). A Mathematics Acceleration Experience for Mathematically Promising Students. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/15

Chicago Manual of Style (16th Edition):

Whitlow-Malin, Dorothy Jeanette. “A Mathematics Acceleration Experience for Mathematically Promising Students.” 2007. Doctoral Dissertation, Georgia State University. Accessed November 12, 2019. https://scholarworks.gsu.edu/msit_diss/15.

MLA Handbook (7th Edition):

Whitlow-Malin, Dorothy Jeanette. “A Mathematics Acceleration Experience for Mathematically Promising Students.” 2007. Web. 12 Nov 2019.

Vancouver:

Whitlow-Malin DJ. A Mathematics Acceleration Experience for Mathematically Promising Students. [Internet] [Doctoral dissertation]. Georgia State University; 2007. [cited 2019 Nov 12]. Available from: https://scholarworks.gsu.edu/msit_diss/15.

Council of Science Editors:

Whitlow-Malin DJ. A Mathematics Acceleration Experience for Mathematically Promising Students. [Doctoral Dissertation]. Georgia State University; 2007. Available from: https://scholarworks.gsu.edu/msit_diss/15

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